Paper Summary:

This paper explores perceptions in gender and learning styles to attempt to determine whether learning styles are the primary factor in student accomplishment in the physical education classroom. The focus of the paper is on biological versus socio-cultural factors that determine outcome and predisposition within the physical education classroom for male and female students and teachers.

From the Paper:

"Gender has been demonstrated to play a role in how students approach learning and education (Penney, 2002; Rink, 2005). The extent to which this occurs is not fully recognized, as it appears difficult to quantify different approaches to learning through gender or through sociological factors that influence behavior for members of either sex. While male and female students both participate in extracurricular athletic abilities, observational data suggests that male students are more likely to openly participate in required physical activity classes than are female students (Dowling, 2001; Penney, 2002; Rink, 2005). Physical education teachers report that it is more difficult to motivate female students into physical activity during required class periods."

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